2020-2021学年Unit 8 Natural disasters教学设计及反思
展开task
Teaching aims:
1. T tell the true infrmatin while writing.
2. T give the utline f the writing.
3. T write an article abut the natural disaster.
Teaching cntents:
Fur skills:
Vcabularies: nearby sandstrm warning
Phrases: share….with… lk ut f the windw frget t bring my keys
Cntinue t fall arund us cme frm behind fall ver
Weather reprt snwstrm warning
Others:
Vcabularies: remve signal rll
Phrases: the nise f traffic remve the snw typhn signal number
Teaching aids:
Multi-media, recrder
Teaching steps:
Step 1: Presentatin:
1. Explain the language surrunding t the students, help them t understand the backgrund.
2. Divide all the students int 4 grups, read sandy’s ntes (P105-A), and ask partners questins abut the snwstrm, help the students t knw the details f the strm.
3. Read the ntes tgether, and discuss abut it in grups, the tpic is what it is abut ( the general speaking f the snwstrm --- befre the snwstrm --- after the snwstrm)
4. T: when we write an article, we shuld make a writing plan. One f the gd ways t make the gd writing plan is t draw a flw chart. Sandy drew a flw chart befre writing. Lk at the flw chart in part B and find the answer frm part A.
5. T ask questins with Sandy’s flw chart, and check the answers.
Step2: Reading
1. Read the article (P106-C), and ask: which part f the flw chart des each paragraph belng t?
Para. 1: Intrductin.
Para 2-3: During the snwstrm.
Para 4: After the snwstrm.
2. Read the article again, finish part C.
3. Let sme students read the passage, and checkut.
Step3:Writing.
1. Wrk in pairs, think abut the earthquake in Wenchuan Sichuan, write dwn sme ntes n the ntebk, and give the flw chart like pare B, check ut fr each ther, crrect them and start writing.
2. Encurage the students t get the sketch first and cmpare it with the flw chart. Find ut the mistakes. The teacher can give sme useful help, such as sme wrds, phrases, and s n.
3. Check the articles and read sme f them.
Step 4: Hmewrk
1. Recite sme new wrds.
2. Finish sme exercises.
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